motivation in school: helping students with ld what is motivation? a desire to do something...
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Motivation in School: Helping Students with LD
What is Motivation?
A desire to do something
Intrinsic MotivationInternalized
MotivationExtrinsic Motivation
(Sideridis, 2009)
Why do we motivate students?
To engage in learning opportunitiesTo improve academic achievementTo decrease problem behaviourTo increase social skillsTo learn self-regulation skillsTo become more self-determinedTo discover their strengths & passionsTo understand rules and learning strategies
How do we motivate students with LD?
Contributors to Low Motivation in LD
Low social statusLimited access to helpNegative self-talkFear of failureFrustration with
inconsistent performanceLack of understanding of
workEmotional problems / angerTeacher response
(West, 2002)(http://www.greatschools.org/special-education/
support/816-motivating-kids-learning-attention-problems.gs)
Typical Thoughts of a Student with LD: Task Sequence
NEED GOALS ATTRIBUTIONS / LOCUS OF CONTROL
SELF DURING TASK
ACHIEVE-MENT
POST
Need for Achievement or Need for Competence: “I want to be a high achiever”, “I want to be competent.”
(Sideridis, 2009)
Performance Avoidance:“I don’t want to be the worst student in class”Performance Approach:“I want to outperform everybody else
Success: “IfI do well it’s b/c I’m lucky”Failure:“If I fail it’s b/c I’m not smart.”
Efficacy:“I don’t really believe I have the skills to accomplish this particular task.”Expectations: “I am not going to do well.”
MotivatedBehavior:“I can’t do it, I must give up.”Affect: “This is humiliating for yet another time.”
Low Achievement: “I am not going to accomplish the task successfully
Attributions: “I am not smart.”Helplessness: “I can’t do it.”Affect: “I feel bad.”Depression:“I want to cry.”Hopelessness: “There is no need to try again.”
Motivation & Learning Disabilities: Factors Affecting Motivation
Motivation Variables for
Learning
Beliefs & Attributions
Instruction & Teaching Style
Classroom Environment
Curriculum: Interesting/
Challenging?
Attributions (Teacher Response to LD)
n=97 teachers; K-6; 8 vignettes of boys Results: less anger; more pity to LD follow test failure Expectations of future failure; see LD as uncontrollable, stable,
internal Unwilling to punish LD to preserve self-esteem
Message to student: pity, more failure, rewards less competent lower self-esteem; lower expectations for future success
Teacher reinforcing student w/LD beliefs: I am less competent Limitation: not random selection; hypothetical vignettes/survey
(Clark, 1997)
Problem Solution
Students with LD attribute successes to luck & failures to ability /effort
“I can’t read b/c I have dyslexia.”
“Everyone in my family does terrible in math.”
“I’ll never get a good grade b/c the teacher hates me.”
Attribution Retraining (Effort Retraining)
Be expert “kidwatcher”Change mindset:
intelligence not fixedPerformance based on
effortPoor scores=NOT
failure but info for improvement
(Fulk, 1996)
Attributions of students with LD
To Reward or Not to Reward?
Mack-3rd grade LD (case study) multiple baseline
Purpose: Will token reinforcement decrease 3 problem behaviours? (ie. out of seat, talking out, poor posture)
Rewards (ie. computer, leisure, games)for absence of problem behaviour
Results: Decrease in problem behaviour
Limitation: too much time to implement; train in self-monitoring/self-reward
(Higgins et
al., 2001)
Research: Inconclusive (mostly non-LD)
Expected Tangible rewards…can lower intrinsic motivation (ie. task completion)
Don’t reward high interest task
Are rewards perceived as informational or controlling?
Verbal Praise (effort) Unexpected tangible
rewards & task non-contingent rewards
Be discerning how you use rewards!
(Sanacore, 2008)
‘EI’ INTERVENTIONS FOR ST’S W/ RD
Emotional Intelligence (EI) skills: (1) Perceive emotions in self /other (2) Use emotions to help thinking (3) Understand emotional
knowledge (4) Regulate emotions in self
Language/ comprehension deficits due to E knowledge deficits (ie. forming emotional schemas, social scripts)
Positive affect improves ability to process info; cognitive org.; creativity
Can generate more associations Higher EI better persevere with
frustration
(Pellitteri, 2006)
INTERVENTIONS Peer mediation / tutoring: Older
st’s w/ RD help younger w/ reading probs ↑self-esteem; self efficacy, meta-cognition, problem-solving
By analysing reading errors of younger st’s… (need guidance/training)
Guided reading w/ scaffolding Don’t target decoding at expense
of fluency + comprehension lose flow
Pre-reading strategies: main idea; type of story
Make personal / affective connection
Repeated engagement w/ sections of text deeper meaning read complete story modified
Role of Parents Motivating their kids
Supportive Home Environment: early exposure w/ enjoyable books Parent beliefs about readingaffect child (ie. for entertainment or
skills (decoding)\ Focus on error correction feedbackperception: mechanistic; can
hurt wavering motivation of struggling reader Shared storybook readingpromotes motivation Excessive focus on skill development undermine affective quality
of child/parent interactions Teacher advice for Parents:
--- encourage to read w/ kids; but give appropriate books for home (don’t assume) May need to give guidance/workshop on how to help (ie. concepts, strategies,
how much, what discussions, how to respond to mistakes; focus on comprehension)
3 kinds of support reading for parents: echo reading (parent says-child repeats); partner reading (taking turns); independent reading
(Baker, 2003)
Research Themes & Findings on LD & Motivation
Friendships, social networks
Collaborative peer groups Choice & Control
Attributions (Teacher & Students) Combined intv. (Strategy + Attr Retraining)
Cooperative Learning (mixed results) Zone of proximal developement
Computer assisted technology Parental role (meaning/comp. vs. skills)
Self-Determination best results combine strategy/direct instruction w/SD
Student IEPsproper training in participation↑motiv, self-adv, comunic
Self-managm. +goal setting↑ productiv.
Teacher modeling; affect
Rewards / Intrinsic Motivation Self-Efficacy
Social Emotional Skills acad. Achiev. Mastery vs. performance oriented classes
High/Low Challenge Tasks (Miller, 2003)Reading/Writing affect motiv. / learning2yr intervention (write multi-paragraphsCognitive stratg; self-reg; social skills = +Mastery oriented; peer /teacher help
CWP ; gr.9s w/LD (McCurdy, 2008)Writing multi-component interv.(direct instruction; choice; ↑practice; indiv. Feedback; group rewards)
Limitations
Combined skill interventions: which skill resp. for which outcome?
Treatment FidelitySmall samplesSelf-reports: inflated LD responding of
abilities/self self-protectionMeasuring motivation…so many constructs(Konrad et al., 2007; Sideridis, 2009)
Motivating Ideas/ Interventions for LD(Anecdotal, Experiential)
Academic Service LearningSEL programsHumourTeaching to strengths (MI)Classroom meetingsReader’s Theatre/ Writing & Acting in PlaysUsing multimedia (film); computer programsStrategic GamesCultural stories/ projects that foster self-
expression and prideCelebration of Learning Days
LD definition problematic??
Deci, 1986: “What seems to us to be missing…is the possibility that emotional and motivational variables are central to some (if not all) learning disabilities either as initial causes or as factors that exacerbate problems that are based in neurological deficits.”
(Sideridis, 2009)
My Holy Trinity of Learning & Motivation
3 basic psychological needs of SDT:
Competence
Autonomy
Connectedness
Born-again Trinity of Motivation & Teaching
1. Is my teaching of high interest?
2. Does my teaching convey value or meaningful rationale?
3. Is there appropriate reward or reinforcement to support my teaching to motivate students?
2. Internalized Motivation
1. Intrinsic Motivation
3. Extrinsic Motivation
Discussion Questions
Do you believe rewards undermine intrinsic motivation? What rewards do you use?
What ideas, interventions, strategies help keep your students motivated?
Can a teacher make accomodations/ modifications for a student with LD and still hold them to high expectations?
References
Baker, Linda. (2003). The role of parents in motivating struggling readers. Reading & Writing Quarterly,19, 87-106.
Chan, Lorna, K. S. (1994). Relationship of motivation, strategic learning, and reading achievement in grades 5, 7, 9. Journal of Experimental Education, 62(4), 319-339.
Clark, Margaret, D. (1997). Teacher response to learning disability: A test of attributional principles. Journal of Learning Disabilities, 30(1), 69-79.
Fulk, Barbara, M. (1996). Reflections on “The effects of combined strategy and attribution training on LDadolescents’ spelling performance”. Exceptionality, 6(1), 59-63.
Garcia, J-N., & Caso, A. M. (2004). Effects of a motivational intervention for improving the writing of children with learning disabilities. Learning Disability Quarterly, 27(1), 141-160.
Higgins, J. W., et al. (2001). The effects of a token economy employing instructional consequences for a third-grade student with learning disabilities: A data-based case study. Education and Treatment of Children, 24(1), 99-106.
Kunnen, E. S., & Steenbeek, H. W. (1998) Differences in problems of motivation in different special groups. Child Care, Health and Development, 25(6), 429-446.
McCurdy, M., et al. (2008). Examining the effects of a comprehensive writing program on the writing performance of middle school students with learning disabilities in written expression. School Psychology Quarterly, 23(4), 571-586.
McMaster, K. M., & Fuchs, D. (2002). Effects of cooperative learning on the academic achievement of students with learning disabilities: An update of Tateyama-Sniezek’s review. Learning DisabilitiesResearch & Practice, 17(2), 107-117.
References
Miller, S. D. (2003). How high- and low-challenge tasks affect motivation and learning: Implicationsfor struggling learners. Reading & Writing Quarterly, 19, 39-57.
Nunez, J. C., et al. (2011). Multiple goals perspective in adolescent students with learning difficulties. Learning Disability Quarterly,) 34(4), 273-286.
Pellitteri, J. (2006). Emotionally intelligent interventions for students with reading disabilities. Reading& Writing Quarterly, 22, 155-171.
Sanacore, J. (2008). Turning reluctant learners into inspired learners. The Clearing House, 82(1), 40-45.
Sideridis, G. (2006). Motivational issues in learning disabilities. Learning Disability Quarterly, 29, 131-136.
Sideridis, G. (2009). Ed. K. R. Wentzel & Wigfield, A. Handbook of Motivation at School. Routledge: NewYork.
Van Reusen, A. K. (1994). Facilitating student participation in individualized education programs throughmotivation strategy instruction. Exceptional Children, 60(5), 466-475.
West, J. (2002). Motivation and access to help: The influence of status on one child’s motivation for literacy learning. Reading & Writing Quarterly, 18, 205-229.
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